Preadjunct questions as a learning strategy for older adults

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Abstract

This study investigated the effectiveness of comprehension level
preadjunct questions as a learning strategy for older adults in a classroom
setting. Fifty-five adults from 55 to 70 years of age were randomly assigned
to two groups, the preadjunct question group and a no-question control
group. They viewed a video on high blood pressure and completed a recall
posttest immediately after viewing the video and again seven days tater.
Results demonstrated that there was no significant difference between
groups. However, the no-question control group obtained a higher mean
score on both the immediate and delayed recall tests than did the
preadjunct question group. Nevertheless, significant differences in posttest
scores were found related to educational levels and prior knowledge about
high blood pressure. Results obtained were explained in terms of resource
theory of cognitive aging.